Normal-state magnetic susceptibility in a bilayer cuprate

The magnetic susceptibility of high-T_c superconductors is investigated in the normal state using a coupled bilayer model. While this model describes in a natural way the normal-state pseudogaps seen in c-axis optical conductivity on underdoped samples, it predicts a weakly increasing susceptibility with decreasing temperature and cannot explain the magnetic pseudogaps exhibited in NMR measurements. Our result, together with some experimental evidence suggest that the mechanism governing the c-axis optical pseudogap is different from that for the $a-b$ plane magnetic pseudogap.Comment: 5 pages, 2 figure

Conformal Field Theory Approach to the 2-Impurity Kondo Problem: Comparison with Numerical Renormalization Group Results

Numerical renormalization group and conformal field theory work indicate that the two impurity Kondo Hamiltonian has a non-Fermi liquid critical point separating the Kondo-screening phase from the inter-impurity singlet phase when particle-hole (P-H) symmetry is maintained. We clarify the circumstances under which this critical point occurs, pointing out that there are two types of P-H symmetry. Only one of them guarantees the occurance of the critical point. Much of the previous numerical work was done on models with the other type of P-H symmetry. We analyse this critical point using the boundary conformal field theory technique. The finite-size spectrum is presented in detail and compared with about 50 energy levels obtained using the numerical renormalization group. Various Green's functions, general renormalization group behaviour, and a hidden $SO(7)$ are analysed.Comment: 38 pages, RevTex. 2 new sections clarify the circumstances under which a model will exhibit the non-trivial critical point (hence potentially resolving disagreements with other Authors) and explain the hidden SO(7) symmetry of the model, relating it to an alternative approach of Sire et al. and Ga

Conducting Cooperative Cases

The power of case studies has been well-documented. Most facilitators use the widely known whole-group Harvard discussion model. However, a cooperative case approach serves as an effective alternative or supplementary approach. This article, which uses-appropriately-the example of a cooperative learning case study, provides a detailed look at the cooperative case study method, including its rationale and value, creative group formations, and facilitation guidelines

Putting the Teaching Portfolio in Context

What is the Teaching Portfolio? Five Reasons for the Viability of the Teaching Portfolio The Teaching Portfolio and the New Scholarship Conclusion References Appendix A Appendix

Helping Faculty Build Learning Communities Through Cooperative Groups

What is Cooperative Learning? Cooperative Learning Strategies Research on Cooperative Learning The Value of Cooperative Learning Reference

Conducting Effective Peer Classroom Observations

The Case for Peer Classroom Observations Conducting Peer Observations Conclusion References Appendix A: Classroom Visit Instrument (Consolidated) Appendix B: Self-Assessment Instrument For General Teaching (Consolidated), Faculty Self-Assessment Questionnaire Appendix C: Self-Assessment Instrument For Specific Session (Consolidated), Classroom Session Self-Appraisal, by Barbara J. Millis Appendix

Helping to Make Connections: Emphasizing the Role of the Syllabus

Emphasizing the Importance of the Syllabus at University College Distribution of a Syllabus Construction Handbook Syllabus Solicitation and Review Information about the Syllabus in Faculty Publications Workshops Focused on the Syllabus Emphasis on the Syllabus in Two Key Components of the Faculty Development Program Refinements to the University College Program Revision of The Compleat Syllabus Revision of the Syllabus Review Process Implications for Other Institutions References Appendi

Cooperative Learning in Higher Education

Research has identified cooperative learning as one of the ten High Impact Practices that improve student learning. If you’ve been interested in cooperative learning, but wondered how it would work in your discipline, this book provides the necessary theory, and a wide range of concrete examples.Experienced users of cooperative learning demonstrate how they use it in settings as varied as a developmental mathematics course at a community college, and graduate courses in history and the sciences, and how it works in small and large classes, as well as in hybrid and online environments. The authors describe the application of cooperative learning in biology, economics, educational psychology, financial accounting, general chemistry, and literature at remedial, introductory, and graduate levels.The chapters showcase cooperative learning in action, at the same time introducing the reader to major principles such as individual accountability, positive interdependence, heterogeneous teams, group processing, and social or leadership skills.The authors build upon, and cross-reference, each others’ chapters, describing particular methods and activities in detail. They explain how and why they may differ about specific practices while exemplifying reflective approaches to teaching that never fail to address important assessment issues